Scholar: Vol. 13, No. 2 (2021)

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    A comparative study of Grade 2 students’ motivation for learning English as a foreign language under game-based learning method and teacher-centered learning method at a Demonstration school, Bangkok, Thailand
    (Bangkok : Assumption University Press, 2021) Teerada Meethongkhow ; Forhad, Ziaul Adedin
    The purpose of this study was to compare students’ motivation for learning English as a foreign language under game-based learning method and teacher-centered learning method of Grade 2 students at a Demonstration school, Bangkok, Thailand. This research study involved five objectives which included; Grade 2 students’ motivation level for learning English as a foreign language under game-based learning method and teacher-centered learning method in pre-test and post-test. The significant difference in Grade 2 students’ motivation level for learning English as a foreign language under teacher-centered and game-based learning method between pre-test and post-test individually and finally comparing the significant difference in Grade 2 students’ motivation level for learning English as a foreign language under game-based learning method and teacher-centered learning method between pre-test and post-test. The data were collected by using the pre-test and post-test. The scores were analyzed by means, paired samples t-test and independent samples t-test. The finding of the study showed that, students motivation level in game-based learning method was higher than the students in the teacher–centered learning method in Grade 2 of the Demonstration school, Bangkok, Thailand. The study demonstrated the effectiveness of learning English as a foreign language under game-based learning method. Recommendations have been suggested for the school, teachers and the future researchers.
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    A comparative study of Kindergarten 3 Students’ Chinese academic achievement and attitude toward learning Chinese language according to gender and linguistic family background in a private school in Bangkok, Thailand
    (Bangkok : Assumption University Press, 2021) Xia, Menglin ; Gonzalez, Orlando Rafael Gonzalez
    The study was conducted to investigate the Kindergarten 3 (K3) students’ Chinese academic achievement and attitude toward learning Chinese language according to their gender and linguistic family background at a private school in Bangkok, Thailand. The study was carried out with a total of 124 K3 students at the target school during the second semester of the academic year 2019-2020. It was designed as a quantitative and comparative study. Two instruments were used in this study for data collection. One was the Attitudes Toward Learning Chinese as a Foreign Language Questionnaire, developed to measure students’ attitudes towards learning Chinese language. The other instrument was the Chinese Midterm Test, used to measure participants’ Chinese academic achievement. Descriptive statistics (means and standard deviations) and independent samples t-tests were performed on the collected data to address the research objectives driving this study. The findings indicated that girls had a significantly more positive attitude toward learning Chinese language than boys, and girls had also a significantly higher Chinese academic achievement than boys in the target school. Moreover, it was also found that students with bi- and multilingual family background had a significantly more positive attitude toward learning Chinese language than students with monolingual family background, and students with bi- and multilingual family background had a significantly higher Chinese academic achievement than those with monolingual family background. Based on the discussion of the findings, recommendations for action and further study are provided.
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    The relationship of self-efficacy for and enjoyment of learning Chinese as a foreign language with Chinese academic achievement of Grades 7 and 8 students at Pramandanijianukroah School, Bangkok, Thailand
    (Bangkok : Assumption University Press, 2021) Li, Zheng ; Gonzalez, Orlando Rafael Gonzalez
    The main purpose of this study was to determine if there was a significant relationship of self-efficacy for and enjoyment of learning Chinese as a foreign language with Chinese academic achievement of Grades 7 and 8 students at Pramandanijianukroah School, Bangkok, Thailand. A total of 126 students from Grade 7 and 139 students from Grade 8, enrolled during the academic year 2019-2020, participated in this study. The Questionnaire of Chinese Self-Efficacy was used to measure participants’ self-efficacy for learning Chinese as a foreign language, while the Questionnaire of Chinese Language Enjoyment was used to measure participants’ enjoyment of learning Chinese as a foreign language. The Grade 7 and Grade 8 final exams of Chinese language subject for Term 1 were used to measure participants’ Chinese academic achievement. Descriptive statistics (means and standard deviations) and correlational analysis (using multiple correlation coefficient) were performed on the collected data. The findings indicated that participants’ self-efficacy for learning Chinese as a foreign language was slightly low. The level of enjoyment of learning Chinese as a foreign language was found to be neither high nor low for Grade 7 students, whereas it was high for Grade 8 students. Chinese academic achievement for Grade 7 students was found to be satisfactory, while for Grade 8 students it was good. The multiple linear relationship of self-efficacy for and enjoyment of learning Chinese as a foreign language with Chinese academic achievement was significant and strong for Grade 7 students, whereas it was significant and moderately strong for Grade 8 students.
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    A strategy for the development of instructors’ professionalism in Thai private universities
    (Bangkok : Assumption University Press, 2021) Islam, Mohammad Ariful ; Poonpilas Asavisanu ; Merritt, Matthew Reed
    This study aimed to develop a strategy for the development of instructors’ professionalism in Thai private universities. The study was based on the following research objectives: 1) To explore the desired components that constitute instructors’ professionalism in Thai private universities, 2) To examine the current level of instructors’ professionalism in Thai private universities, 3) To determine the components that impact the development of professionalism for instructors’ professionalism in Thai private universities, and 4) To propose a strategy for the development of instructors’ professionalism in Thai private universities. The methods applied during the study included content analysis, questionnaires, semi-structured interviews, and a focus group. Participants in the study were 364 instructors and administrative staff from ten Thai private universities. Content analysis, descriptive statistics, multiple regression, and correlational analysis were used to analyze the data. The desired components that constitute instructor professionalism obtained from the content analysis and expert interviews were: Content Knowledge, Instructional Knowledge, Self-Efficacy and Self-Confidence, Ethics and Care, and Transformational Leadership. The current overall level of instructors’ professionalism was high. The multiple regression analysis found that four variables were statistically significant at the .01 level of confidence: Self-Efficacy and Self-Confidence, Instructional Knowledge, Content Knowledge, and Ethics and Care, p<.01, R2 = .525. From this data, a strategy was developed as a recommendation for the enhancement of professionalism for instructors at Thai private universities.
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    A comparative study of adult Learners’ motivation for learning English as a foreign language according to their instruction by single or multiple instructors at Geos Language Centre, Thailand
    (Bangkok : Assumption University Press, 2021) Link, Simon W. ; Suwattana Eamoraphan
    The purpose of this quantitative study was to compare adult learners’ motivation for learning English as a foreign language according to their instruction by either a single instructor or by multiple instructors over a period of six weeks at Geos Language Centre in Bangkok, Thailand. The sample population of this study consisted of 67 adult-learner students enrolled in private English as a foreign language courses during the period of April to July 2020. These students comprised two groups under investigation during the period of this study: 1) Those who received instruction from a single instructor, and 2) Those who received instruction from multiple instructors. The Questionnaire for Measuring Motivation for Learning English as a Foreign Language (QMMLEFL), adapted from the Attitude / Motivation Test Battery (AMTB) by Gardner (2004), was used to measure the level of adult learners’ motivation for learning English as a foreign language (EFL). Descriptive statistics (means and standard deviations) were calculated, and statistical hypothesis testing (comparative analysis using paired samples t-tests and an independent samples t-test) was performed from data collected to pursue the research objectives and accept or reject the research hypotheses of this study. The research findings did not indicate that there was a statistically significant difference in the gain in motivation for learning English as a foreign language over a six-week period of study between adult learners who studied with a single instructor and adult learners who studied with multiple instructors. Recommendations for adult learners and instructors of English as a foreign language and language institute administrators and future researchers are provided.